Progress Monitoring (Q and A) Do I need to progress monitor at the student’s grade level?

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Progress Monitoring (Q and A)
Do I need to progress monitor at the student’s grade level?

No, benchmarking must be at grade level, but progress monitoring should be at the student’s instructional level. If you progress monitor at a level above the student’s instructional level, accurate growth may not be reflected on the EasyCBM graph. For example, if a third grade student is working at a 2nd grade instructional level, a second grade measure should be given in order to see growth as they acquire those skills.


How do I know when to move up a grade level for progress monitoring?

Once a student has had at least 2 or more data points above the 40th to 50th percentile in the current level you should be fine to move up a grade level. To start with you may want to measure them in both levels to make sure that the measure is sensitive to student growth (e.g. The measure needs to be at the student’s instructional level to show growth. If the measure is at too high of a skill level the student may be gaining skills, but the measure will be too high to reflect that growth since those skills may not be measured.)


Do I progress monitor every student that is below the 20th percentile on any individual measure?

Not necessarily. The benchmark measure is a beginning look at student performance. It helps you filter students that may need a closer look and/or, additional support. Teams should also be looking at classroom performance, past data, exclusionary factors, work samples and teacher observation. Sometimes additional assessments or diagnostics may be needed to help guide the decisions.


Do I need to progress monitor in each area the student is below the 20th percentile?

No. Think about the instructional sequence and how skills are taught. Your progress monitoring area should reflect what you are teaching. If a student scores low in passage reading fluency and comprehension you would start with instructing in the area of decoding and fluency, and you might check their comprehension out at the student’s instructional level for fluency. A student cannot comprehend text they cannot read.


How do I get the progress monitoring materials?

There is an order form for InstaPrint on line under the IIPM site on the district website. Go to the 4j home page, to Instructional Services under ‘Departments’, to curriculum (on the left hand side), to IIPM, to forms. Matt Hayes also has mailed the form out to staff.


What do I do for progress monitoring for vocabulary?

There is no progress monitoring measures for vocabulary. The reason being is that vocabulary is very specific to the content being taught. You can use some of the following measures as progress monitoring options: the vocabulary page in your practice book as a probe, pull the vocabulary questions out of your weekly assessments and track, or make up your own vocabulary probe that reflects the words being taught.




How often do I progress monitor students?

The suggested period is every two weeks for most measures and students. The comprehension measure and math measures are to be administered once every 4 weeks. The idea of the measures is to give the teacher feedback on how a student is responding to their instruction. If you have a student that needs more practice and instruction to learn a skill you may need to extend the time between measures to allow for them to show growth.


How do I learn how to administer the measure?

There are on site training videos to go with the 1:1 reading measures (on the EasyCBM website under training). You also can ask for your SDS (Staff Development Specialist) to come out and train you or a group.


When do I progress monitor outside of EasyCBM?

It is suggested to stay within EasyCBM as it directly correlates with our benchmarking. The times that you might go outside is for progress monitoring in an area that is not on EasyCBM (such as vocabulary or early phonemic awareness skills ) or if you have already exhausted all the measures on EasyCBM. **You should not be exhausting the measures if you are allowing for 2 weeks between measures and if the student is at least making one years growth during the school year. If you are still having difficulty in this area please contact your SDS for help.


Why do I need to progress monitor?

Progress monitoring is a way to measure student growth in a specific skill area. This gives the teacher feedback on how a student is responding to instruction in that area. Depending on student progress, or lack of, the teacher can adjust the instruction to better meet student needs. As far as consideration for a comprehensive evaluation, the progress monitoring data documents the student’s response (or lack of) to the instructional intervention.


How do I use the data?

As stated in the response above, the data will inform teachers how a student is responding to instruction in that area. The main thing is to make sure that the student is being progress monitored at their instructional level and that they have the pre-skills necessary to make progress in that area.


How do I enter the data?

This is best taught in a direct lesson. If you would like to be trained and there is no one in your building to do so, contact your SDS (Staff Development Specialist).


What is the benchmark for each level?

There is not a specific target score. There is a range of scores that would be considered ‘at benchmark’. (You also should look at the recommended fluency rate suggested in the state standards for your grade level)


Do I need to label and enter group information on EasyCBM for students at the tier II with progress monitoring level?

Yes, this is where you start documenting a concern and how the student is responding to the differentiation you are providing and it is part of the data you will look at in deciding if you need to move to a tier III level of support.


When can I stop progress monitoring?

This is a decision made by the building IIPM team. The student should have at least 3 data points in grade level material at the mid range (above the 30th to 40th percentile) and not receiving tier III instruction. Also the student’s graph should be showing an upward trend line without additional instructional support (a projection of growth and closing the ‘gap’)


What do I do to start progress monitoring a student?

EasyCBM is used for a majority of the progress monitoring in 4J. If you are not currently trained on the system, contact your building Staff Development Specialist.


When do I need to give additional diagnostic assessments?

Additional diagnostic assessments can be given anytime you need more information about what specific skills a student is lacking. A low benchmark measure can mean that a student is missing pre-skills needed to be successful at that measure. For instance, a low passage reading fluency score may mean that a student is missing phonics and decoding skills. Or a low phoneme segmentation score might indicate missing prior phonemic awareness skills.


When do I print EasyCBM graphs and whom do I share them with?

EasyCBM graphs can be printed at any time and can be shared with the IIPM team, parents or instructors that work with that student. It is highly suggested that a person familiar with the graph presents it so that the features and how to read the information can be explained.


How do I get trained on EasyCBM?

Contact your building SDS (staff development specialist) and they will be able to train individuals or teams on the EasyCBM system


What information do I need to enter under interventions on the EasyCBM?

You need to enter the tier level (II, III, or III/evaluation), the start date, and in the description box-

• Instructional focus (phonemic awareness, phonics, fluency, vocab., comp)

• What you are doing (leveled readers, pre/re-teach, Triumphs, Soar to Success, etc.)

• The amount of time for each group (30 min., 20 min., etc.)

• The frequency of the group ( daily, 3 x weekly, etc.)

• The size of group ( 1:5, 1:8, etc.)
Staff Development Specialists

Raquel Gwynn- gwynn_r@4j.lane.edu, 790-7585

Marlee Litten- litten@4j.lane.edu, 790-7586

Kathy Luiten- luiten_k@4j.lane.edu, 790-7577



Eugene School District 4j

November 2009



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